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any arena or zone within a subject where supervised learning can take place via first- hand experience, outside the constraints of the four-walls classroom setting Lonergan & Andresen, 1988

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Fieldwork gives opportunities for learning which cannot be duplicated in the classroom. It greatly enhances students understanding of geographical features and concepts, and allows students to develop specific as well as general skills HMI 1992

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Questionnaires (3 areas): Preparation (Lab+ and website) During the fieldtrip Use of the technology (PDA) Likert Scale and YES/NO answers Some questions required free text to suggest how the fieldtrip and resources could be improved. Interviews (semi-structured)

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Stage 1 students – March Questionnaires Interviews Stage 2 students – June Questionnaires Intended cohort for Peer Assisted Learning in subsequent year Few students engaged Positive response to the use of the PDA Most students engaged Only 2/8 PDAs worked consistently and well Positive response when it works

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Stage 1 students Majority engaged Independent (in groups of 4-6) No Stage 2 mentors Run as part of a tutorial and fieldwork module Weather OK PDAs worked well On-line questionnaire

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Feedback – generally very positive Question 9 – Did you attend the introductory session to using the PDA before you went on the fieldtrip? 92.6% replied Yes. They took part in the introduction to the PDAs in Labplus

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Question 10 – If yes, after having completed the fieldwork please explain how you think this exercise helped you with using the PDA in the field. 'Gave general idea of how to access the software and navigate through screens. 'it meant we could get on with the work in the field quicker and the was less confusion 'It introduced us to the way in which the PDA worked and showed us the importance of patience when using them. It made me familiar with equipment which was usefull

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Glare on screens Add the other routes to Kingsand on to the PDA. Make the PDAs work on the coastal path Put hints onto slides PDA was a useful addition to learning in the field but is not as good as the one to one interaction with the staff.

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Develop links to specific web pages – for help and advice, answering questions. Screen – use a Tablet PC. Develop the Peer Assisted aspect to involve Stage 2 students as mentors.